Assessment of the Effectiveness of Project-Based Learning in the Context of Critical Thinking Development in Higher Medical Education
DOI:
https://doi.org/10.5281/zenodo.15333916Keywords:
compensation, war damages, legal framework, register of damagesAbstract
This study aims to evaluate the effectiveness of project-based learning in fostering critical thinking among higher medical education students. A mixed-methods approach was employed, combining surveys and focus groups with students involved in project-based tasks. The results demonstrate a significant improvement in students’ analytical reasoning, problem-solving, and decision-making skills. The findings highlight the pedagogical value of project-based learning in medical education and its role in preparing students for clinical practice through enhanced cognitive engagement. The research also indicates increased motivation and collaboration among participants. These outcomes support the integration of project-based approaches into medical curricula. Furthermore, the study underscores the importance of student-centred learning environments. Future research should explore long-term impacts on clinical performance and professional readiness.
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Copyright (c) 2025 Liudmyla Bashkirova, Sergiy Suprunenko, Olena Karbovanets
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